Within the context of work-based learning, this article reviews the available evidence that supports the assumptions behind, and the claims made for the practice of accrediting prior experiential learning. Many of the claims made for accreditation of prior experiential learning (APEL) were found not to have been substantiated and some of the assumptions are challenged by the evidence. In general, however, the extent and level of evidence was found to be low and this paucity is undermining the development and exploitation of APEL as a practice.